Ghana curriculum lesson note
SHS 2 English Language 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 16 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | LITERATURE | Sub-Strand | POETRY, NARRATIVE AND DRAMA |
| Learning Outcome(s) | 2.5.1.LO.1 - Analyse different types of poems 2.5.1.LO.2 - Analyse common themes that make up poems./Analyse common themes in poems 2.5.1.LO.3 - Apply imagery and figurative language in texts | ||
| Content Standard | 2.5.1.CS.1 2.5.1.CS.2 | ||
| Learning Indicator(s) | 2.5.1.LI.2 - Use Imagery (expressive and figurative language) in texts. Collaborative Learning: Learners work collaboratively in pairs to identify the structure of expressive and figurative language to create images and atmosphere in texts. Experiential Learning: Learners in mixed ability groups, explore the use of imagery (literary devices) using a text, poem or story for role-play or dialogue. Learners take note of respect and diversity of ideas. Task-Based Learning: Create a performance text using imagery for play or stage | ||
| Lesson Focus | Use Imagery (expressive and figurative language) in texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use Imagery (expressive and figurative language) in texts. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language/literary skill is central to Use Imagery (expressive and figurative language) in texts. Collaborative Learning: Learners work collaboratively in pairs to identify the structure of expressive and figurative language to create images and atmosphere in texts. Experiential Learning: Learners in mixed ability groups, explore the use of imagery (literary devices) using a text, poem or story for role-play or dialogue. Learners take note of respect and diversity of ideas. Task-Based Learning: Create a performance text using imagery for play or stage? What evidence from speech, text or context helps us understand or produce an effective response? How can the skill be transferred to a new communication, reading or writing situation? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Modelled/Guided Practice Independent Practice Close Reading Performance/Creative Response | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Selected literary excerpts/texts Poetry/drama/narrative analysis guide | ||
| Key Notes on Differentiation | |||
| Content | Use shorter texts, vocabulary support, sentence frames, pronunciation models or partially completed organisers for learners who need support. Extend proficient learners with denser texts, more independent writing, deeper inference or more demanding oral/literary responses. | ||
| Process | Use rehearsal, guided practice and peer feedback before independent performance. Allow oral, visual and written scaffolds while keeping the same curriculum objective. | ||
| Product | Accept appropriate evidence such as oral performance, comprehension response, summary, edited paragraph, composition or literary analysis. Assess accuracy, clarity, fluency/comprehension, organisation and evidence-based explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short reading, speaking or writing task that transfers the skill to a new context. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to use imagery (expressive and figurative language) in texts and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model use imagery (expressive and figurative language) in texts using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise use imagery (expressive and figurative language) in texts through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses use imagery (expressive and figurative language) in texts accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise use imagery (expressive and figurative language) in texts and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 2 English Language 2nd Semester Lessons
Week 1Sub-strand: SUMMARISINGWeek 2Sub-strand: SUMMARISINGWeek 3Sub-strand: GRAMMAR USAGEWeek 4Sub-strand: GRAMMAR USAGEWeek 5Sub-strand: GRAMMAR USAGEWeek 6Sub-strand: GRAMMAR USAGEWeek 7Sub-strand: VOCABULARYWeek 8Sub-strand: VOCABULARYWeek 9Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 10Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 11Sub-strand: TEXT TYPES AND PURPOSESWeek 12Sub-strand: TEXT TYPES AND PURPOSESWeek 13Sub-strand: TEXT TYPES AND PURPOSESWeek 14Sub-strand: TEXT TYPES AND PURPOSESWeek 15Sub-strand: POETRY, NARRATIVE AND DRAMAWeek 16 (current)